ADHD insights from the Brain Resource International Database over the past decade have lead to new products that provide personalized diagnostic decision support for ADHD and allied conditions, drawing primarily on profiles of emotional functioning and cognitive performance. An overview of these insights and product tools will be provided here, as well as our ongoing extension of this program of ADHD research, which is focused on EEG & arousal biomarkers in clinical subgroups. This extension addresses the key question of mechanism and meaningful biological subgroups within ADHD and allied disorders, and the way in which these relate to treatment options and functional outcomes – with a view to identifying the most beneficial treatment approach for each individual child. In addition, an overview of a related new international study on the efficacy of Neurofeedback in ADHD, INSENTA, will also be presented.
Learning theory principles that contribute to details of application for the most effective neurofeedback training program will be presented. It has been established that many learning theory principles (classical conditioning, shaping, generalization, etc) are involved in the application known as neurofeedback. This talk is aimed to elaborate on the learning theory principles involved in the effective application of neurofeedback. Additionally, this talk provides the current evidence supporting the use of neurofeedback in the treatment of ADHD and recommendations on the implementation of neurofeedback in clinical practice.
AD/HD is one of the most common psychiatric disorders of childhood, affecting approximately 5% of primary school children. Almost all models of the disorder accept that the behavioural cluster which
This presentation address will relate research findings from various disciplines to help understand and identify the many possible causal factors for ADHD, Depression and Anxiety, hopefully leading
Autism spectrum disorders (ASD) are a group of neurodevelopmental conditions that are characterized by social, communicative, and behavioural impairments. Although the neurobiological basis of ASD is